Scholarly Advising and the Scholarship of Advising

Troxel, Wendy G.

doi:10.12930/nacada-19-203

Cited by 9 publications

(3 citation statements)

References 16 publications

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“…There are distinct differences in advising at the undergraduate and graduate levels. For instance, a 2020 report on academic advising indicates that 57% of undergraduates are advised by a primary advisor (usually a staff member whose exclusive role is advising students) (Troxel & Kyei-Blankson, 2020). Conversely, faculty tend to serve as the primary advisor for students at the graduate level (Barnes & Austin, 2009).…”

Section: The Goals Of Academic Advising and Caring Relationshipsmentioning

confidence: 99%

Moving toward stronger advising practices: How Black males’ experiences at HPWIs advance a more caring and wholeness-promoting framework for graduate advising

Burt

McCallum

Wallace

et al. 2021

Teachers College Record: The Voice of Scholarship in Education

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Background: Graduate education provides students with specialized skills needed to advance science and discovery and prepares future educators and role models for future generations of learners. Given the importance of graduate education, the estimate that more than half of the students who begin it do not complete their degrees is troubling. Existing scholarship suggests that this substantial attrition from graduate school is in part due to inadequate advising. To address this concern, it is important to examine students’ experiences with graduate advising. Purpose: This article presents a new model—the Model of Wholeness in Graduate Advising (MWGA)—that characterizes a range of students’ advising experiences. In so doing, it encourages faculty to move toward a more caring and wholeness-promoting framework in graduate advising. Research Design: To better understand the complexities of graduate advising and the various types of experiences—and relationships—that students have, desire, expect, and need to thrive both professionally and personally, this study included interviews with 42 Black male graduate students attending historically and predominantly White institutions (HPWIs). Thematic analysis revealed that students’ advising experiences included aspects of “ethics of care” (or degrees of care: whole, partial, empty). Iterative analysis of data led to the creation of the practice-informing model: the Model of Wholeness in Graduate Advising (MWGA). Findings: Although some students described experiencing positive interactions and teachable moments with their advisors, others painted pictures of demoralizing encounters and public shaming practices. Still others described advising experiences they did not have but would want. Accounting for this range, the MWGA denotes an upwardly moving relationship between degrees of care (i.e., empty, partial, whole) and students’ perceptions of their advising experiences and relationships (i.e., weak, basic, strong) in part shaped by students’ expectations for their advising experiences and relationships, and their lived experiences. Conclusions and Recommendations: The findings from this study, represented in the MWGA, illustrate theoretical linkages between students’ expectations of advising, the levels of their advising experiences and relationships, and degrees of care demonstrated by their advisors. Most notably, more elements of care tend to result in better lived advising experiences and relationships. For current and future faculty, moving toward a more caring and wholeness-promoting framework might start with recognizing the needs of students as whole people. Creating more caring advising experiences and developing more caring relationships may better assist students in progressing through degree completion, and doing so more fully whole.

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Section: The Goals Of Academic Advising and Caring Relationshipsmentioning

confidence: 99%

Moving toward stronger advising practices: How Black males’ experiences at HPWIs advance a more caring and wholeness-promoting framework for graduate advising

Burt

McCallum

Wallace

et al. 2021

Teachers College Record: The Voice of Scholarship in Education

View full text Add to dashboard Cite

show abstract

“…A responsive and evidence-based shared model of academic advising emerged (Alvarado & Olson, 2020), with functions of advising that are split among three adviser types (Arnold et al, 2015). We also developed a definition mission, and vision aligned to the institutional vision; a practice identified in the literature as beneficial to building a strong academic advising system and better student outcomes (Troxel, 2019). Good progress has been made in establishing a more coherent picture of central academic advising structures and practices, especially under the crisis conditions of Covid-19, which called for accelerated design and implementation.…”

Section: Discussionmentioning

confidence: 99%

Conceptualisation and Early Implementation of an Academic Advising System at the University of Cape Town

Pletzen

Sithaldeen

Fontaine-Rainen

et al. 2021

Journal for Students Affairs in Africa

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Academic advising is a High-Impact Practice that supports better outcomes for all students, particularly those encountering structural barriers to success. This paper presents a case study of processes followed in a three-year project (2018–20) at the University of Cape Town (UCT) to conceptualise, design, and start implementing an academic advising system. Three goals were formulated: to develop conceptual capacity and a theory of academic advising; to develop an academic advising model responsive to institutional context and student need; and to develop structures, relationships, tools, and resources to implement a coherent system. An informed grounded theory approach was used to analyse baseline data of existing support and advising at the institution. Data was collected through document and desktop research, interviews with stakeholders, and student focus groups. A monitoring and evaluation framework was developed to track and reflect on progress against the goals. Iterative cycles of data collection, analysis, and reflection took place as implementation started. A key finding was that UCT’s advising structures incline towards a decentralised faculty-based model, complemented by centralised support services that encompass advising functions. Low levels of integration were found, as well as inefficient duplication of services. To address these challenges, the conceptual and operational capacity of the academic advising team needed to be advanced. This was done by assembling a multidisciplinary team, undergoing professional training, and by running a journal club. A promising theoretical approach that emerged was a capability approach to academic advising. A shared model of academic advising was found to be best suited to the institutional context and a three-tiered model operationalised by faculty, professional, and peer advisers, as well as by automated advising tools, was designed. Implementation started through pilot projects. During Covid-19, innovative concept and centralised systems development that connected students to institutional resources, enabling them to practise agency and supporting their ability to achieve despite unprecedented structural barriers, demonstrated the viability of the capability approach adopted for steering further development of the system.

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“…Advocating requires liaison duties between the institution and the student when advisors often interpret, analyze, and present details that are imperative to the institutional mission (Drake, 2011). Such practice include, but are not limited to, building and fostering interpersonal relationship with students (Hughey, 2011;Mu & Fosnacht, 2019), assisting students with navigating campus culture (Strayhorn, 2015), seeking out professional development opportunities that contribute to the field (Troxel, 2019), and providing thoughtful insight into course selection so that students can actively and effectively register and complete degree applicable courses that contribute toward graduation and career success (Al-Khafaji, 2017).…”

Section: Opportunities and Challenges For Recalibrating Ceps' Rolementioning

confidence: 99%

(RE)Imagining and (RE)Calibrating community engagement professionals’ roles in higher education

Farmer‐Hanson

Echols

Nelson

et al. 2021

New Drctns Hghr Edu

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Civic learning and democratic engagement (CLDE) work has become a central piece of higher education's mission, woven in daily tasks. This chapter explores how the community engagement professional (CEP) role can be reimagined across institutions and the opportunities, challenges, and next steps for moving forward. The strategic positioning of CEP's roles within the institution, provides opportunity and crucial pathways for college student development. Higher education has the opportunity to change national discourse on CLDE work and model how institutions play a significant role in building a democratic society.

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Scholarly Advising and the Scholarship of Advising

Cited by 9 publications

References 16 publications

Moving toward stronger advising practices: How Black males’ experiences at HPWIs advance a more caring and wholeness-promoting framework for graduate advising

Moving toward stronger advising practices: How Black males’ experiences at HPWIs advance a more caring and wholeness-promoting framework for graduate advising

Conceptualisation and Early Implementation of an Academic Advising System at the University of Cape Town

(RE)Imagining and (RE)Calibrating community engagement professionals’ roles in higher education

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